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Faculty Advisory Committee Minutes of the Academic Senate 2025-09-08
No full textApproved minutes of a meeting of the Faculty Affairs Committee of the Academic Senate of the University of Dayton
Promotional Flyer: Seeking Shelter Beyond the Stable Christmas Exhibition
No full textAfter they were turned away from the inn in Bethlehem, Mary and Joseph sought shelter elsewhere. In Nativity sets, different traditions place Jesus’ birth in a stable, in a cave or among ruins. Exhibit runs Nov. 24, 2025-Jan. 16, 2026
Entrepreneurially Minded Learning (EML) Micromoment Activities Generated Using Students\u27 Experiences in a Fluid Flow and Heat Transfer Course
No full textThe Entrepreneurially Minded Learning (EML) Framework involves the 3 C\u27s: curiosity, connections, and creating value. Several design courses, open-ended assignments, and laboratory experiences can successfully lead to EML implementations. However, these implementations require extensive class time and instructor feedback, limiting their use in core engineering courses. Developing EML activities that are active, engaging, and rapid to deploy in a classroom setting can promote the sustained growth of an entrepreneurial mindset (EM). EML micromoment activities are emerging as a practical tool to facilitate the incorporation of the 3 Cs through rapid activity implementations that only last 2 – 30 minutes. These micromoment activities also promote inclusive teaching, improved teaching, and allow students more opportunities to develop an EM. Although a micromoment activity list was generated by researchers in a previous study, examples related to specific disciplines, including chemical engineering core courses, are lacking. Therefore, there is a need to create instructor guides to help deploy EML activities in these courses, reassuring the audience of their feasibility and practicality. This study explores the use of micromoment presentations to enhance student engagement with fluid flow and heat transfer concepts in engineering courses. Students prepared 5-minute presentations based on their personal interests, professional experiences, hobbies, or life events, covering topics like how turbines work (creating value) and baking bread (making connections). A comprehensive list of these student-generated activities is provided, along with survey results reflecting their experiences. Insights from open-ended survey responses informed the development of four instructor-led micromoment activities targeting curiosity, connections, and value creation, including examples such as The Science of Sap and Maple Syrup Collection and How Does Bread Bake?. These guides aim to support future implementation of micromoments in fluid flow and heat transfer courses, with plans to assess their impact on learning and engagement in subsequent evaluations
CAMINO—Career Advancement, Mentorship, Inspiration, and Opportunities: A STEM K-12 Outreach Initiative
No full textCAMINO is a STEM program designed to promote career advancement, provide mentorship, give inspiration, and offer opportunities for K-12 Hispanic students located in East Tennessee. As part of the educational component of an NSF CAREER grant, the program launched in 2021 and is a collaboration between a research group from the University of Tennessee and one of the high schools with the largest Hispanic populations in the Knoxville Metropolitan area. These students from minority backgrounds may limit their aspirations and may not pursue higher education and/or professional development for numerous reasons, such as limited motivation, insufficient exposure to higher education, and unawareness of available resources and assistance. These students in their families might lack an academic role model or mentor that can provide insight or a different perspective regarding careers and higher education. CAMINO seeks to decrease these barriers by integrating four key components: pre-college engineering fundamentals, hands-on engineering projects, a mentoring scheme, and early exposure to college educational outreach programs. These components are designed to nurture and inspire students, fostering their exploration of potential areas of development, and enhancing their understanding of engineers\u27 significant impact on their daily lives. The program has had a positive impact on the students by increasing their interest in STEM fields, motivating them to engage in engineering activities, and embracing the opportunity to pursue higher education, regardless of their backgrounds.
This article describes CAMINO and examines the challenges, presents successful stories, and discusses the opportunities encountered during the first three years of operation. For engagement purposes, the program has used a main engineering project during the school year: the design and construction of a hydropower generator. This paper describes the progression of the project, starting with the basic concepts of electromagnetism and induction principle, going through to the design process using Fusion 360, and culminating in a 3D-printed prototype that includes a Pelton turbine and a 4-pole synchronous machine. CAMINO incorporates mentorship and guidance for pre-college Hispanic students, and it can offer valuable insights for replicating similar initiatives in other educational settings
Academic Policies Committee Minutes of the Academic Senate 2025-09-22
No full textApproved minutes of a meeting of the Academic Policies Committee of the Academic Senate of the University of Dayto
Faculty Advisory Committee Minutes of the Academic Senate 2025-09-29
No full textApproved minutes of a meeting of the Faculty Affairs Committee of the Academic Senate of the University of Dayton
What Am I Being Called to Do?
No full textGood morning, CLASS OF 2025!! And what a joyous morning it is! Congratulations to each and every one of you! Now…take a deep breath. Pause. Exhale.And let the realization of this moment wash over you. You. Did. It! You are GRADUATINGfrom the University of Dayton
We Are Souls to be Awakened\u27
No full textAs an adopted alumnus of this great Marianist center of universal learning and formationthrough the conferment of this honorary degree, I am naturally driven to discover areas ofconvergence between this University and my mission in the Vatican, and how I may now alsobe an emissary of this University in the Church and in the world
Caring for the Whole Person
No full textIf I were to choose one word to describe the now-under-construction Health and WellbeingCenter, it would be holistic. The gleaming 34,200-square-foot expansion of the RecPlex willvisibly proclaim our Marianist educational philosophy
Speech Delivery Versus Speech Content: How Do Non-Expert Audiences Assess Public Speeches?
No full textPublic speaking classes should ideally produce students whose speeches are favorably received by an audience. Unfortunately, we actually know very little about how non-expert audiences assess such speeches. Given this information gap, the present study asked untrained public speakers to watch and rate a variety of speeches. Participants were also asked to provide qualitative comments to justify their speech ratings. These qualitative comments were content analyzed, and the content analysis results revealed that participants’ evaluative observations: (1) focused much more on speech delivery than on speech content; (2) referenced specific nonverbal channels (e.g. eye contact) more than combined nonverbal clusters (e.g. confidence), and (3) highlighted some nonverbal behaviors (eye contact, movement, vocal fluency, and verbal fillers) more than others. Study results suggest that our public speaking pedagogy should devote considerable attention to developing students’ speech delivery skills. Suggestions for focusing such developmental work are offered